1. One meaningful insight you gained from a colleague during today’s discussion:

Reading plays a crucial role in cognitive development. It not only helps students expand their vocabulary but also supports essential life skills such as comprehension and analysis. As a school, we can promote reading by increasing access to a wider variety of books and organizing special events or activities that encourage reading. These initiatives can boost student engagement, cater to diverse interests, and foster a love for reading. Additionally, students who need more support may require extra resources and personalized guidance to help them develop or even begin their reading journey.

2. Why this insight is important in your role as an educator or leader:
Holistic student development includes both cognitive growth and social-emotional learning (SEL). Reading is a powerful tool to enhance students’ cognitive abilities, which in turn supports overall development.

3. How you might implement or adapt this idea in your classroom, department, or school:
To encourage my students to read more Chinese books, I can create more opportunities for library visits, utilize our department's reward systems to incentivize reading, and offer personalized support for students who struggle with reading independently. Making reading enjoyable and accessible will be key to increasing their engagement.

I also learnt from Lynn that the AI can help to foster creativity and problem-solving through Design and Technology. AI can be used for math to help with problem solving and in Science learning to make it more fun and engaging. Lynn shared from Prof Luckin's call to build human intelligence more richly into our assessment systems.

Google Slide:

https://docs.google.com/presentation/d/1GSuKRTCDrLyyWWgt0nuJwCQ8fWiTLxjvKXkwdr9OTVQ/edit?usp=sharing

YouTube Video:

https://go.gov.sg/conference-highlight

Google Slide:

https://docs.google.com/presentation/d/1Dn3tAYElyuPGCmkyXVbj9MFxqytxKhx95ubJMugQA6o/edit?usp=sharing

YouTube Video Link:  https://www.youtube.com/live/71la6zNCByE?si=1vXG2C7uWGIA_1Wd 

Rationale is students are able to learn better when they fail. It allows students to problem solve and adapt.

2) Students are generally more interested in sports and games than OE. So the app helps to increase students' engagement level, joy of learning and yet still achieve the learning objectives, then it is worth adapting to the new change.

3) Other than school based OE lessons, we may want to apply it to our P5 camp orientation activity as well.

Failure is part of teaching. It is a normal part of the learning process and helps teach pupils about perseverance, determination and effort.

Allow pupils to learn from failure and allow self-exploration. Teachers can then come in and assemble the learning points.

2. Why it matters to you in your role as an educator or leader:
This framework matters to me because it highlights how my everyday actions, language, and interactions — even the unspoken ones — contribute to students’ character formation. As a leader, it underscores the importance of cultivating a school culture where values are consistently modelled, intentionally taught, and actively sought by students. It also affirms the need to create a safe and supportive environment that empowers students to take ownership of their growth.

3. How you might apply or adapt this idea in your classroom, department, or school context:
In the classroom, I will be more intentional in modelling positive behaviours and embedding values into routines and discussions. As HOD ICT, this idea reminds me to design digital learning experiences that promote values like responsibility and respect. It also guides me to lead my team in using EdTech not just to teach content, but to nurture thoughtful, self-directed learners with strong character.

1. 如何运用FACE 和“脸口心手”策略来提高学生写作能力

   F: Feeling

   A: Action

   S: Speech
   T: Thought

2. 教师如何有效提供评估：

   1）            师评

   2）            互评

   3）            自评

3. 找出每篇学生作文的亮点，并有效提供反馈，例如：你这句话有 F和A

2)impact-context of learning vs context of use. Help students to see, to connect and to transfer.

3) Application- promote critical thinking in class. The future of teaching and learning- let the students experience failure in a safe way and then use failure for their learning which will help deeper understanding.

2.It will enhance my teaching and lpupils' learning.

3. I will share my pupils these techniques (FAST&ASK) ,so that they can lput into practice .

1. Implementing Check-In Check-Out (CICO) system could be a valuable way to address the needs of Tier 2 students so as to bridge the gap and reduce the number of students who might escalate to Tier 3 support or fall through the cracks.

2. This system can helpful for SDT/StuMgt Team to provide support to these Tier 2 students in developing their self-management skills.

3. As part of the StuMgt Team, I may adapt this system to connect with a few Tier 2 students in developing and managing their behaviour and self-management skills.

What is the RAS, and Why Does It Matter in Education?

The Reticular Activating System (RAS) serves as the brain's gatekeeper, deciding which stimuli deserve our attention and which can be ignored. It enables us to focus on significant details, such as hearing our name called in a crowded room while filtering out the background noise. For educators, this indicates that the RAS is essential for enhancing student focus and engagement.

However, the RAS does not merely process all incoming information; it prioritizes based on novelty, relevance, and emotional significance. By aligning your teaching methods with these principles, you can create a classroom atmosphere that effectively captures students' attention and sustains their engagement.

Strategies to Activate the RAS in Your Classroom

1. Capture Attention with Novelty

   • The brain is attracted to surprises. The RAS is instinctively wired to notice new or unexpected elements, making novelty a powerful classroom tool.

   • Try This: Begin your lesson with an intriguing fact, a thought-provoking question, or a striking visual aid. For instance, when discussing the solar system, you might start with, “Did you know that a day on Venus lasts longer than a year on Venus?”

   • Why It Works: Novelty sparks curiosity, encouraging students to delve deeper into the topic.

2. Make Learning Relevant

   • The RAS filters information based on its significance to the individual. When students recognize how a lesson relates to their lives, they are more inclined to concentrate and retain the material.

   • Try This: Demonstrate practical applications of your lesson. In a math class, illustrate how fractions are relevant in baking or slicing pizza. In science, explain how understanding the water cycle benefits farmers.

   • Why It Works: Relevance helps students appreciate the value of what they are learning, igniting their intrinsic motivation.

3. Engage Emotions

   • The RAS is strongly affected by emotional significance. When students feel a connection to a topic, they are more likely to engage with and remember it.

   • Try This: Share a personal anecdote, incorporate humor, or discuss the emotional ramifications of a subject. For example, when teaching about climate change, narrate a story about a community impacted by rising sea levels.

   • Why It Works: Emotional connections foster lasting memories and enhance engagement.

4. Reduce Overload with Clear Structure

   • An overstimulating environment can overwhelm the RAS, hindering students' ability to focus.

   • Try This: Streamline your classroom setup. Utilize tidy, organized visuals and avoid cluttered bulletin boards. Break lessons into smaller segments to make them easier to digest.

   • Why It Works: A well-structured environment assists the RAS in filtering distractions, allowing students to concentrate on the task at hand.

5. Leverage Curiosity with Questions

   • The RAS is naturally attracted to mysteries and unanswered questions.

   • Try This: Start your lesson with an open-ended inquiry, such as, “What if gravity didn’t exist?” Encourage inquiry-based learning by allowing students to explore their own questions.

   • Why It Works: Questions stimulate curiosity, activating the RAS and keeping students engaged throughout the lesson.

6. Build Emotional Safety

   • Stress can overwhelm the RAS, impeding learning, while a safe and supportive environment enhances attention.

   • Try This: Cultivate a positive classroom culture where students feel valued and respected. Use encouragement rather than criticism, and view mistakes as learning opportunities.

   • Why It Works: When students feel secure, their RAS focuses on learning rather than survival, paving the way for creativity and concentration.

7. Use Repetition and Routine

   • The RAS learns through repetition, making routines an effective way to signal the brain to focus.

   • Try This: Start each class with a consistent warm-up activity, such as a quick review question or a mindfulness exercise.

   • Why It Works: Routines prepare the RAS, helping students transition into a learning mindset.

AI作文的前提是学生一定要自己写一篇作文，然后让AI订正，进步自己的作文。

2)      As an educator, productive failure is crucial because it shifts the focus from simply getting the "right answer" to developing deep understanding and resilience. When students feel safe to make mistakes, they become more willing to take intellectual risks, think critically, and engage in meaningful learning. This approach helps build a growth mindset—not just in students, but in teaching teams and leadership as well. In my role, I see the value in creating an environment where struggle is not a sign of weakness but a sign of learning in progress. It encourages lifelong learning, creativity, and collaboration—skills that extend beyond the classroom and into real-life problem solving.

3)      In the classroom, I can design tasks that are intentionally challenging and open-ended, where students are encouraged to try different strategies—even if they might fail at first. Instead of immediately correcting errors, I can guide students to reflect on their process, analyze what didn’t work, and refine their thinking.

Good routines to try out in class: Using certain music for student task. (Acts like a timer)

Learning the different practices so as to not overstimulate the students and have the mind space. To help the younger learners to be engaged in their task.

many shared the power of AI to create resources to engage the learners. I would like to use more of such tools to engage my learners. The app www.sumo.com. Is so cool!

Our students will continue to be engaged and have the thirst for learning using their multiple senses, it is important that educators use AI to support their T&L to create better lessons and resources.

Sumo.com is one cool AI tool im going to use!

Children can learn faster and deeper if they enjoy the learning process and music is one area that can help.

Create a song that can be used as a routine that signify cleaning up, end of period or classwork time

2.这些东西能很快地制作教学课件

3.我会利用这些来做课件进行教学

2) 对于教育者来说，教学可以更轻便，然后学生学起来可以更快速和容易，加强学习兴趣

3）CSI 可以让学生在阅读理解运用，类THINK ALOUD, FAST 用在作文里。

• from Patrick: teachers to use 'think aloud' approach to model metacognitive thinking to make thinking visible to pupils

• from Bernadette: productive failure can promote creativity

• from Lavinia: interacting with digital texts. It made me think about how we can we modify SLS lessons for DI and again, as a platform for dialogic discussion.

Why it matters: Dialogic discussions, ITD and productive failure encourage critical thinking.

Application:

We discussed how we could use these ideas without a set framework and for students to feel safe in an environment where they can fail. Moving forward, we will do a bit more reading into ITD and brainstorm how we can incorporate the above ideas in the future.

3. Consider students' agency in T&L to motivate them.

2. Students are generally weaker in composition writing so the teaching of the FEAST strategy can help to improve their writing skills.

3. Introduce FEAST to students prior to composition writing. Students can apply this strategy for their group writing, followed by individual writing. For LA group, teachers can teach the strategies step-by-step so it would be more manageable for them.

Extensive implies covering a large area, and thus, extensive reading refers to the practice where students engage with substantial amounts of material they select themselves. In contrast, intensive denotes a more focused or concentrated approach. Therefore, intensive reading involves carefully and thoroughly reading material to extract specific details.

Reading serves as a means to study, where readers examine the words, symbols, and characters to grasp their meanings. Both extensive and intensive reading are fundamental approaches to language learning.

An effective reading program ideally integrates both methods: intensive reading introduces new language concepts, while extensive reading enhances familiarity with that language.

Key Differences Between Extensive and Intensive Reading

The main points of difference between extensive and intensive reading are explained below:

1. In extensive reading, readers engage with multiple books, newspapers, magazines, and more to gain a general understanding of their topics of interest. In contrast, intensive reading focuses on classroom learning, where students are required to read specific texts as many times as necessary to fully grasp the subject matter.

2. Extensive reading serves as supplementary reading, emphasizing the decoding of written material. On the other hand, intensive reading is comprehensive, centered on understanding the text in depth.

3. Extensive reading is pursued for enjoyment, entertainment, and pleasure, as well as to achieve a basic understanding of a subject. Conversely, intensive reading primarily aims to comprehend the literal meaning of the text being examined.

4. Extensive reading includes novels, journals, newspapers, and magazines. In contrast, intensive reading revolves around textbook study.

5. In intensive reading, the teacher selects the topics, which may not align with the students' interests. Conversely, extensive reading allows students the freedom to choose their preferred reading material.

6. Extensive reading focuses on exploring different books and study materials based on a similar concept or idea. In contrast, intensive reading involves repeatedly examining the assigned material to achieve a thorough understanding.

7. During extensive reading, readers are not required to use a dictionary, as understanding every single word is not essential. In contrast, intensive reading necessitates the use of a dictionary to grasp the meanings of unfamiliar words.

8. While extensive reading is crucial for enhancing reading speed and fluency, intensive reading fosters critical thinking and analytical skills, while also improving reading proficiency, vocabulary, and grammatical knowledge.

Application:
Use the think-aloud approach to explicitly model metacognitive thinking, making the often “invisible” processes of understanding, analysing, and problem-solving visible to students. This strategy can be applied during English Language tasks such as reading comprehension, writing, or vocabulary learning.

Why it matters:
Developing metacognitive awareness helps students become more self-directed learners. By hearing how a teacher reasons through a task, students learn strategies they can internalise and apply independently. This not only enhances comprehension and writing skills but also builds resilience — equipping students to persevere through challenging tasks with greater confidence and flexibility. When students learn to monitor, evaluate, and adjust their own thinking, they become more adaptable and better prepared to handle setbacks.

How I would apply or adapt this in the classroom:

• Teacher Modelling: The teacher verbalises their thought process while completing a task. For example, during reading comprehension, the teacher might pause after each paragraph to share how they identify the main idea, connect it to prior knowledge, or predict what might come next.

• Guided Practice: After modelling, invite students to practise the think-aloud technique in pairs or small groups. They can take turns verbalising their thoughts while their partner listens and provides feedback.

• Independent Application: Gradually release responsibility so students use the strategy independently. For writing tasks, for instance, students can think aloud about how to organise their ideas, choose suitable vocabulary, or revise their sentences for clarity.

• Reflection: Encourage students to reflect after the task: Which strategies worked well? What did I notice about my thinking? How might I improve next time?

By embedding the think-aloud approach into regular English lessons, teachers cultivate a classroom culture where thinking is made visible, strategies are shared, and resilience is strengthened.

I will try to apply the strategies learnt to my pupils in future.

Plus, tools like Thinglink, Menimeter , they are ICT tools that can add in the fun factor in the lesson build some curiosity and supporting students in reaching lesson goals with structure and creativity.

This approach has really strengthened my ability to scaffold student writing by anchoring abstract emotions in concrete, visible cues.

In my upcoming oral practices, I plan to use the TAG peer feedback model, which I’ve previously applied successfully in writing lessons. I’m hopeful that this will help students give more focused and constructive feedback, fostering greater student-led learning and collaboration over time.

2.This strategy is important to me because when students’ thinking processes are made visible, it becomes easier for teachers to understand their level of comprehension and identify any misconceptions, so that more targeted guidance can be given. In Chinese lessons, I often notice that students have ideas but struggle to express them fully in words. CSI offers them a visual and alternative way to communicate their thinking, which is especially helpful for visual learners or those who are less confident in verbal expression.。

3.I plan to apply the CSI strategy in my Chinese language lessons to help students visualize and internalize abstract ideas, especially during reading comprehension and character analysis. For example, after reading a text, I can ask students to choose a colour that represents the mood or theme, a symbol that captures the core message, and draw an image that reflects their personal interpretation of the passage or character. This encourages deeper engagement and makes their thinking more visible.

2) Although in our school we have mainly Chinese students we need to constantly be sensitive to our students’ needs

3) Make efforts to know all our students. Great that we have the FT time set aside for us to get to know our students.

随着科技技能的普遍化，学生的生活已离不开人工智能。有些学校已和有关单位一起研究和探索，开发一款人工智能的工具。在人机对话的辅助之下，学生能建构知识，也能随时解决知识难点，点燃对学习的热忱。学生在使用这些工具后，也获益良多。

2. Why it matters to you in your role as an educator or leader.

结合科技工具与多媒态资源已经是现在和未来的趋势与走向。学生若能借助科技在写作中更好地组织思路和表达观点，学习过程将更具互动性和吸引力，显著提升了学生的听说读写的兴趣与动机。

3. How you might apply or adapt this idea in your classroom, department, or the school context.

已经在第三学段实践了不少科技辅助教学，也会考虑在特选计划部门引用更多AI或科技技能，让学生更感兴趣。

2) 我认为这个策略能促进学生的自我探索。他们在尝试解题时激发了已有经验，并在后续教师的引导讲解中，结合自身的答题过程进行反思，从而更有意义地内化知识，实现主动建构。

3）我认为这一策略可以运用再写作教学中。学生可先进行第一轮写作尝试，通过“写中学”，暴露出写作中存在的盲点。随后，教师再有针对性地进行讲解与分析，引导学生重审写作思路并撰写第二稿。这个过程不仅提升了语言表达能力，也帮助学生在协作与修订中建构更扎实的写作技能。

The use of Padlet Sandbox for students to collaborate online and consolidate their learning.

2. Why it matters to you in your role as an educator or leader.

E21CC and digital competencies are important skills to prepare students for the future. Therefore, it is essential for me to be able to harness and incorporate Edtech in my lesson so that students can develop skills to be better prepared for the future classroom.

3. How you might apply or adapt this idea in your classroom, department, or the school context.

I can use Padlet Sandbox for collaborative task so that every student can contribute to the project. In addition, it is good for students to consolidate their learning using Edtech tools. Students can also view and provide feedback to their peers on how to improve their work.

As an educator, I could bring in the real-life examples to showcase to students and they are able to relate to real-life scenarios and remember them better. They would also better understand the questions with real-life stories and examples.

Application: Teachers could find real-life examples in relation to Science questions and they could better understand the contexts. With the use of Ed-Tech, teachers could also use the tools online to get them to appreciate the use of online simulation to get students to see it.

I plan to use the scenarios and match it with Science questions when teaching the concepts.

2此外，教师也应在教学前帮助学生熟悉操作流程。只要掌握了相应的学习策略，学生便能从自我评估与教师反馈中持续进步，学习过程也将更加轻松主动，进一步提升教学效益。

3我计划将这些策略应用于课堂实践中，例如：在作文教学中使用 FACE 框架，引导学生清晰表达情感与情节；在语文理解与表达方面，结合 CSI 和 productive failure 策略，帮助学生提升思辨能力，增强学习信心。

2. There are no stereotypes to the people who became self-radicalized, but that they all share the common traits of not feeling belonged and were victims of bullying when they were young mattered to me as an educator. Nurturing the child as a whole, giving voice and letting them be heard is important.

3. A way I could apply what I learnt is to intentionally create opportunities for critical thinking, discerning skills and build communication skills in English reading classes. Chat sessions, FTGP and SS periods are the times I could foster stronger TSR and SSR and a sense of belonging to the class.

Another takeaway is how the CL teachers are using F.A.C.E. (“脸口心手”)策略 in guiding students in their CL composition writing to make writing more expressive. This is very much similar to the EL T&L FAST that we exposed our students in. I am interested in the the TAG AFL wherein students learn how to Tell (indicate the part that they like about their friend's work), Ask (ask a problem) and Give (give a suggestion). 指导学生在同伴互评中运用 TAG 策略（说出你喜欢的内容 Tell、提出一个问题 Ask、给出一个建议 Give），并通过 F.A.S.T. 自我评估清单进行自我评估。

One idea I am interested in is to create more opportunities for our students to co-construct knowledge through Socratic Questioning and QFT in both my EL and SS lessons. These approaches help to build and stimulate deeper thinking. Critical thinking often begins in the classroom when students are guided to ask thoughtful questions and engage meaningfully using structured talk prompts.

Another valuable insight I have gained is the importance of intentional visual cues in the classroom. As one colleague shared, “Attention Matters.” By putting up purposeful and eye-catching notices, we create opportunities for students to learn passively as they observe their environment.

Moving forward, I aim to shift my lessons towards these approaches, making learning more meaningful, engaging, and connected to real-life contexts.

Productive Failure.

2. Why it matters to you in your role as an educator or leader.

让学生掌握自我反思的能力，正向学习，从自己的错误中学习。让每一次的尝试和努力都有意义。

3. How you might apply or adapt this idea in your classroom, department, or the school context.

让学生比较自己学习新技能/技巧之前和之后的作品，从中找出问题并改进。可以运用在写作和阅读理解教学当中。

2. This matters to me as we want our students to be able to think for themselves, solve problems creatively, and learn to work through challenges. If they rely too much on AI tools, they might miss out on building these important skills.

3. While I may not let students use ChatGPT or other chatbots directly, I can harness it as a tool to support teaching—for example, by using it to generate concise and targeted feedback on students’ work, much like the short answer feedback assistant in the SLS portal.

A. Take-ways From Lynn's

1. Navigating the future of Education - Insight for Teachers (opening Keynote)

*Teachers as facilitator of values (soft skills) that technology cannot replace teachers in the areas of :

-Passion & Care; -Experience of Wisdom

-Moral Leadership

2. Building Human Super Intelligence: Education in the Age of AI - (Prof Luckin)

Take-aways: important to teach the soft skills thru:

• soft skills can bemintegrated in education tapping on AI ; eg:

• creative problem solving with technology - design product such assistive aids

• develop empathy with technology

• cultivate critical thinking and analytical skills

B: from Jasmine's on Attention Matters.

Take-away:

• knowing the cognitive and environmental Factors affecting Attention can help us to provide the conducive setting for focussed learning to take place

• knowing that Attention issues can happen at 3 different sub-processes help us to know what different strategies to apply to remove distractors / barriers to help students focus and draw their attention to what we want them to learn:

  • Alerting - use novelty to raise interest /attention

  • Orienting - filter out distractions to direct the attention to the relevant stimuli of the environment

  • Executive Control - to manage the learning resources by giving a structure or the learning goals to maintain students' focus and inhibit impulsive behaviours

C: Take-aways from Kang JY's sharing

1. KAT in EPed; and

2. Applying CAT approach teaching in Reading Comprehension :

C- Circle key message

A - Highlight & Analyse the key points in the sentences

T - Theme -Find the hidden message in the main paragraph which contains the Theme

D: Take-aways from Winson's on Character Education in the digital age

• the need to prepare our students for the future and develop the moral and ethical values and social responsibility and cyber-wisdom in the social media

E: Take-aways from LiLi on Reading

• Reading Volume is important as it directly impacts reading skills, vocab growth and acquisition of knowledge in further learning beyond the text.

• Engaged Reading to develop the joy and love of reading has a more important impact than extensive reading

• so teachers can encourage students to read and cultivate this love of reading beyond just teaching reading and comprehension skills

F: Take-away from Shinn Yun's sharing:

• there are 7 intelligences in human of which 5 are not covered by AI currently. AI currently over cover interdisciplinary IQ and meta knowing IQ.

G: Take-away from Diana's sharing on

Positive failure

• It is important to provide positive environment in school for students to be dare to take risk in learning to solve problems and to dare to face failures and learn from the mistakes/failures and pick up from there, this will also help build resilience.

• As teachers, providing relevant and quality feedback in AFL will help students learn from their failure /mistakes positively

  
  

  
  

2 main ideas came alive during our sharing: students agency and using AI (SAM, GAMMA, Eduaid) in our T&L.

One idea sparks me is that it is possible to nurture Maths Learning through Purposeful Play. Through Play, we allow students to have a choice, sense of wonder and sense of delight. One Math lesson on Mass where students in a group are told to fill a bag of pasta to have the mass of 1kg within a time. The group with the mass closest to 1kg will be the winning group.

Through Play, students will be able to apply their knowledge of estimation to predict how much pasta to be added.

During the session, we had a deeper discussion on the use of ChatGPT for our teaching, e.g efficient and effective feedback for students’ work such as writing or even oral. We also understand that primary school students are discouraged to use ChatGPT.

Glad that the teachers were able to bring back what they have learnt from their courses and on-site learning journey and share their knowledge with us. Thank you!

（1）师评

（2）互评

（3）自评

以上三方面都可利用TAG（T- Tell me something you like; A-Ask a question; G-Give a suggestion)来进行评估。TAG也

可以用来进行口语、阅读的评估。我们可以从低年级就开始训练学生利用TAG来进行评估，那么学生升上高年级后，在进行评估时就不会感到困难。

2 这对于提高学生的写作能力，具有重要的帮助。

3 探讨如何将TAG融入各年级的写作训练中。

(2)
As an educator, I witness how deeply embedded technology is in students’ learning experiences and everyday interactions. Without clear and consistent guidance, students may misuse digital tools or be vulnerable to online risks. A common digital framework helps us nurture not only digitally competent students but also responsible and ethical digital citizens. Similarly, embedding a common feedback framework across subjects reinforces Assessment for Learning (AfL) practices and equips students with the ability to reflect and communicate thoughtfully.

(3)
To put these ideas into practice, the school can start by explicitly teaching digital citizenship through structured lessons and real-life scenarios, anchored in a unified school-wide framework. Likewise, by adopting a consistent approach to teaching feedback across subjects, we can provide students with repeated and meaningful opportunities to practise giving constructive feedback. Over time, this will help nurture confident, future-ready learners who are skilled in communication, collaboration, and critical reflection.

Jasmine shared about understanding the cognitive factors that may affect the attention span of students:

• Executive functions

• Environmental factors (lighting, nature, room condition etc.)

Diana shared that productive failure can promote creativity. Within the school setting, teachers should allow students to

• dare to take risk in problem solving

• dare to face failures and

• dare to pick themselves up from the mistakes and failures they have encountered